Parents often become anxious when they learn that Montessori schools do not grade students, and understandably so. With the constant talk of standards of learning, benchmarking, and competition as traditional standards of a quality education, it is no wonder parents feel concerned. Although Montessori does not assign traditional grades, children are continuously assessed and observed to ensure that they are progressing intellectually, socially, and emotionally. Here are answers to some commonly asked questions about the Montessori approach to assessment.
Why aren’t traditional grades given at WMS?
- Dr. Montessori believed that children possess an intrinsic motivation to learn. Testing and grading student progress works against this natural inclination by fostering a sense of competition with peers and assigning value to a grade rather than the acquisition of knowledge.
- Basing student progress solely on test scores and grades offer a limited view of the child.
- By assessing each child as an individual, directors are able to provide new challenges or more support as needed. Students do not have to ‘wait for the rest of the class to catch up’ to receive a new lesson or feel penalized if they need extra time to master a skill or concept.
How are Montessori students assessed? How is progress measured?
Certified Montessori teachers spend hours in training learning how to conduct, record, and interpret student observations. Assessment occurs in many ways…
- Daily observations and record-keeping
- Control of error built into materials
- Regular conferences with elementary and middle school students to review work
- Instruction in self-assessment of work
- Portfolios and rubrics with older students
- Quizzes and tests for older students
- Project work culminating in presentations
- Bi-annual and as-needed parent teacher conferences
- Standardized testing in 3rd, 6th, and 8th grades
How do Montessori students compare to students from traditional settings?
Studies show that Montessori students tend to achieve at a greater rate than students in traditional programs (Holfester, C., 2008)